Skip to main content
eScholarship
Open Access Publications from the University of California

Scholarly Works (2 results)

  • Article
  • Peer Reviewed
Issues in Applied Linguistics, Volume 11, Issue 2 (2000)

This study examines how different composition rating scale types—analytic and holistic—can differentially affect the aspects of academic English ability measured in an ESL proficiency test battery. Specifically, the study addresses the following questions: (1) To what extent do holistic and analytic scales contribute differentially to total scores on a test of academic English ability? (2) To what extent does the test as a whole measure different aspects of language ability, depending on whether analytic or holistic composition scores are used? (3) To what extent does a particular rating scale type provide potentially useful information for placement or diagnosis, either alone or as part of a multi-component assessment? Multiple regression and exploratory factor analyses indicate that changing the composition rating scale type not only changes the interpretation of that section of a test, but may also result in total test scores which are no longer comparable.

    Cover page: A Comparison of the Effects of Analytic and Holistic Rating Scale Types in the Context of Composition Tests
    • Article
    • Peer Reviewed
    The CATESOL Journal, Volume 18, Issue 1 (2007)
    This study describes the results of a survey administered to present and former students enrolled in a Master’s in TESOL Program at a large urban university in Southern California. Respondents who had had a service-learning or experiential learning assignment were asked to identify to what extent and in which areas their service-learning or experiential learning experience benefited them. Responses by students and alumni who had had a service-learning experience and those who had not had a service-learning experience were also compared for significance. In addition, responses of service-learners by gender, language background, and visa status were compared to identify important trends in perceived benefits of ser vicelearning. Overall, students were quite positive about their service-learning experiences with most benefit indicated in general teaching theory and second language acquisition and least benefit in citizenship and civics. Results of a MANOVA indicated significant differences in benefits for service-learners versus non–servicelearners.
      Cover page: What Is the Value of Service-Learning for ESL Teacher Preparation?Creative Commons 'BY' version 4.0 license
      Top